### Abstract

Creativity is a necessary and vital tool for dealing with the economic, environmental, and humanitarian challenges of the 21st century. It is also a necessary tool for brainstorming, strategizing, and solving problems. Exploratory survey design and quantitative research method were used. 102 in-service mathematics teachers were selected using stratified random sampling from two programs. The data was collected by a likert scale, and analyzed by mean, standard deviation, correlation, independent sample t-test, one-way and two-way ANOVA. Most of the in-service mathematics teachers felt that they encourage and reward students’ creative ideas and different approaches in their work; motivate students engaging with mathematics; apply regularly strong background knowledge in mathematics; allow mistakes and encourage learning from their mistakes; encourage mental flexibility; explore the environment to stimulate curiosity about their world; ask questions to students and guide them to do problems differently; encourage dissent and diversity; and provide regularly positive feedback.Therefore, training given to mathematics teachers; teachers identify mathematically creative students and apply appropriate teaching methods and assessment techniques; creativity should be made compulsory and integrated in all school mathematics curriculum; schools create of the creative environment; awareness given to parents and the Ministry of Education review the Teacher Education program.

### License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2016, Volume 11, Issue 10, 3521-3536

Publication date: 02 Dec 2016

Article Views: 5122

Article Downloads: 4734

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